Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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5.1.2.3 High Achiever Group 3
The discussion and analysis presented in Table 5.5 below are taken from Nadia‟s text as the representative of a high achiever.
Table 5.5 Analysis of Text 1 Written by High Achiever
Schematic Structure My Classroom
Linguistic Features Identification
This is a class seven-one. In the class seven-one there is
a door, window, blackboard, chair, table, picture. State my
classroom very calm, colour a wall my class is with, colour a
door is blue. In the my class there is
various picture. Among other picture vegetables, animal,
flower, etc. in the class we study by ordely. In the my
class I have friend that good. When a teacher no enter we
study at the same moment. Specific Participant
Linking verb: is, have Adjectives: white,
blue, calm, good Present tense: study,
enter
Description Description
Nadia‟s text obtained from pre-test was also written in one paragraph. However, it had followed the stages of the schematic structure required by a
descriptive text Derewianka, 1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005. This text suggests that the students at this level had a good control of the
schematic structure of a descriptive text which should have Identification and Description.
The introduction begins with a general statement, “This is a class seven-
one” and was continued by descriptions of the things in the classroom. Nadia shows her capacity in applying the linguistic features of descriptive
text, such as: specific participant
class seven-one
, present tense
study, enter
, linking verbs
is, have
, adjectives
calm, blue, good
. However, in terms of English grammar, Nadia still made some mistakes. For example:
State my
classroom very calm, colour a wall my class is with, colour a door is blue.
A clear social purpose of the text is identified in the writing: describing the classroom, what class was described and the things found in the classroom. The
classroom is presented as the focus of the description. In addition, the student
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
included more information about the class. These characteristics suggest that Nadia already had an understanding of some of the features of the genre before
the GBA was implemented. In conclusion, the writing characteristics of the students in Group 3 show
that they have enough knowledge about descriptive text. However, the writers in this category still need help in creating a successful descriptive text.
5.1.3 Reflection of Preliminary Phase
